Researcher:
Salman, Elif

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Master Student

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Elif

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Salman

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Salman, Elif

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20192

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Researcher Of Publications: search.filters.isAuthorOfPublication.30db96a1-3afb-45df-8346-0d5f41f6efa8

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    Exploring projection based mixed reality with tangibles for nonsymbolic preschool math education
    (Assoc Computing Machinery, 2019) N/A; N/A; Department of Psychology; Department of Media and Visual Arts; Department of Electrical and Electronics Engineering; Salman, Elif; Beşevli, Ceylan; Göksun, Tilbe; Özcan, Oğuzhan; Ürey, Hakan; Master Student; Researcher; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; Department of Electrical and Electronics Engineering; Graduate School of Sciences and Engineering; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Engineering; N/A; N/A; 47278; 12532; 8579
    A child's early math development can stem from interactions with the physical world. Accordingly, current tangible interaction studies focus on preschool children's formal (symbolic) mathematics, i.e. number knowledge. However, recent developmental studies stress the importance of nonsymbolic number representation in math learning, i.e. understanding quantity relations without counting(more/less). To our knowledge, there are no tangible systems based on this math concept. We developed an initial tangible based mixed-reality(MR) setup with a small tabletop projector and depth camera. Our goal was observing children's interaction with the setup to guide our further design process towards developing nonsymbolic math trainings. In this paper we present our observations from sessions with four 3-to-5 year old children and discuss their meaning for future work. Initial clues show that our MR setup leads to exploratory and mindful interactions, which might be generalizable to other tangible MR systems for child education and could inspire interaction design studies.
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    PublicationOpen Access
    MaR-T: designing a projection-based mixed reality system for nonsymbolic math development of preschoolers: guided by theories of cognition and learning
    (Association for Computing Machinery (ACM), 2019) Department of Psychology; Department of Electrical and Electronics Engineering; Göksun, Tilbe; Ürey, Hakan; Salman, Elif; Özcan, Oğuzhan; Beşevli, Ceylan; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; Department of Electrical and Electronics Engineering; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); College of Social Sciences and Humanities; College of Engineering; Graduate School of Sciences and Engineering; 47278; 8579; N/A; 12532; N/A
    Recent developmental studies state that nonsymbolic number representation (i.e., more-less comparisons) is important for math development, and children's judgment about such non-numerical magnitudes can be affected by sensory properties (i.e., volume, space). Yet, to our knowledge, there are no tangible based systems for training this math concept. Building on theories of cognition and learning, we developed MaR-T, a projector-camera setup. This paper is a step towards investigating the effects of projection-based mixed-reality (MR) system with tangibles on nonsymbolic number representation of 3-to 5-year-old children. We present our user studies with a total of 14 participants, conducted to observe their interaction with the setup and the possible effects of our design on learning. The results indicate that MaR-T can provide active, engaging, and social learning, and our insights can inspire other interaction design and education studies.